| Module Title |
Neurodiversity and Inclusion |
| Module Code |
ISE1040 |
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Faculty |
DCU Institute of Education |
School |
Inclusive & Special Education |
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NFQ level |
9 |
Credit Rating |
10 |
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Description
This module provides participants with a comprehensive understanding of neurodiversity, including the neurodiversity paradigm and various models of disability. It establishes a solid foundation for supporting neurodivergent learners through evidence-informed and inclusive practices, aiming to cultivate leaders in neurodiversity-affirming approaches across educational and professional contexts.
Participants will explore a range of neurological differences, such as autism, ADHD, dyslexia, and dyspraxia, among others. Emphasis is placed on how inclusive practices can enable neurodivergent learners to access, participate in, and thrive within educational and workplace settings. Key theoretical frameworks, evidence-informed practices, and policies promoting inclusion will be examined, as well as strategies to support the unique learning and developmental profiles of neurodivergent individuals. Participants are encouraged to critically evaluate inclusive practices, environmental factors, and interpersonal considerations essential to fostering inclusion in diverse settings.
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Learning Outcomes
1. Critically evaluate contemporary theories and research relating to neurodiversity and inclusion across varied settings, such as educational and professional contexts.
2. Demonstrate an in-depth understanding of neurodevelopmental variations and their impact on sensory experiences, learning, social interaction, and skill acquisition.
3. Analyse contemporary challenges related to inclusion and neurodiversity while considering the role of specialised knowledge in professional decision-making and problem-solving to reduce societal barriers.
4. Identify and apply key inclusive practices to support neurodivergent individuals, considering their potential differences across cognitive, emotional, and sensory profiles.
5. Evaluate the role of environmental and cultural contexts in shaping inclusive settings for neurodivergent individuals.
6. Develop strategies for supporting the social, emotional, and academic growth of neurodivergent learners through differentiated, strengths-based approaches.
7. Reflect critically on personal and institutional biases, fostering self-awareness to enhance inclusive environments.
8. Demonstrate leadership and advocacy skills in promoting neurodiversity-affirming practices and inclusion within both educational and professional settings.
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Online activity | 40 | Pre-recorded lectures, interactive H5P learning units, and occasional live webinars or Q&A sessions. | | Online activity | 30 | Participation in online discussion Fora. Participation in online discussions, peer feedback, and reflective posts. | | Independent Study | 150 | reading, analysis, and assignment preparation |
| Total Workload: 220 |
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| Section Breakdown | | CRN | 12151 | Part of Term | Semester 1 | | Coursework | 100% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | N | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Neil Kenny | Module Teacher | |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Assignment | Interactive Oral Assignment - A 10-minute professional conversation via Zoom.
Participants will be asked to prepare for the Interactive Oral by reflecting on their learning across the module, including how their understanding of disability, neurodiversity, and inclusive practice has developed. The focus will be on personal and professional growth: what has been learned, how perspectives have changed, and what areas of strength and development have been identified. Students should also consider how key policy influences have shaped their perspective and approach to inclusive practice. In addition, they will be expected to discuss how they would apply neurodiversity-affirming and strengths-based approaches in their own professional context. This will involve outlining priority areas for change, explaining why these areas have been chosen, and proposing practical steps to bring about more inclusive practice. The rationale for these priorities, and how they are linked to module content, policy, and theoretical frameworks, is central. | 80% | n/a | | Assignment | This will weigh completion of online discussion forum and interactive learning activities. | 20% | n/a | | Participation | This will weigh completion of online learning units, completion of learning assessments and quizzes with the modules, and responding to the reflective tasks. | 0% | n/a |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
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Indicative Content and Learning Activities
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Indicative Reading List
Books:
- Silberman, S: 2015, NeuroTribes: The Legacy of Autism and the Future of Neurodiversity., 1, Avery, New York., 546,
- Walker, N.: 2021, Neuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities, Autonomous Press, Fort Worth, TX, USA, 196,
Articles:
- Pellicano, E., & Heyworth, M.: 2023, The foundations of autistic flourishing. 419-427, Current Psychiatry Reports,, 25(9), 419, 523324
- 2024: What does an ADHD-friendly university look like? A case study from Ireland., International Journal of Educational Research Open, 7, 10034, https://www.sciencedirect.com/science/article/pii/S266637402400027X, 523325, 1
- Autistic SPACE: a novel framework for meeting the needs of autistic people in healthcare settings.: British Journal of Hospital Medicine, 84(4), 1, 523340, 1, Neilson, S., O’Kelly, J., Doyle, J. K., Kenny, N., O’Neill, C., Butler, S., & McDonald, J.
- Autism in Adulthood: 7(4), 515, https://doras.dcu.ie/31441/3/Neilson%20et.%20al.%2C%20%282025%29%20..Fallen%20through%20the%20cracks..%20A%20Co-Produced%20Qualitative%20Exploration%20of%20Autistic.pdf, 523341, 1, Dwyer, P., Mineo, E., Mifsud, K., Lindholm, C., Gurba, A., & Waisman, T. C., 2023
- 5(1): 1, https://www.liebertpub.com/doi/10.1089/aut.2021.0042,
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Other Resources
None |
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